Pre-Conference Workshops Credits Hotel & Travel

REDUCE PROBLEM BEHAVIORS AND STRESS BY IMPROVING THE SELF

Social and psychology researchers have found that we can improve student behavior and achievement as well as reduce student and teacher stress by focusing on improving our self-stories and beliefs, confidence, self-care, and practicing mindfulness and self-compassion. Psychologist Abraham Maslow proposed in his "Hierarchy of Needs" that self-esteem (the need to feel loved and accepted by yourself and others) was essential for self-actualization -- or becoming the best you can be. However, Maslow believed self-esteem wasn't enough. Self-actualization also requires getting outside oneself, transcending the ego, and experiencing love of self and others, awe, and curiosity. This conference will show you how changing students' self-stories, concepts, and identity can improve their behavior and help them overcome trauma and self-doubt; why promoting mindfulness and self-compassion can reduce stress and boost achievement and self-actualization; how confidence, self-awareness, and curiosity increase learning; and ways practicing authenticity and self-care as educators can improve student engagement.

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LEARNING OBJECTIVES

The science of self-esteem, awareness and actualization

How children's sense of self and worth develop early in life

Ways to change self-stories and concepts to improve behavior and treat trauma

Teaching students be more aware, accepted, and confident

How mindful self-compassion reduces stress and improves achievement

Ways students' self-concepts and beliefs impact math, reading, and learning

Why curiosity and awe motivate math and science learning and thinking

How Maslow's “Hierarchy of Needs” connects to teaching and learning

Cultivating student self-awareness, acceptance, esteem, and confidence

Why teacher authenticity, awareness, and self-care can improve student engagement

Using self-stories and self-efficacy for reading and school climate

Strategies to improve self-confidence and empower girls and teens

WHO SHOULD ATTEND

K-12 teachers, administrators

curriculum and staff developers

learning specialists

school psychologists and counselors

early childhood professionals

math, science and reading teachers

superintendents, principals and school heads

staff development trainers

social workers

school climate professionals

college and university professors

other educators that support classroom instruction

Featured Speakers

The Deep History of Ourselves

Joseph E. LeDoux, PhD

Love One Another: The Benefits of Kindness, Loving-Kindness Meditation, and "Positivity Resonance"

Barbara L. Fredrickson, PhD

Redirect: Changing Students' Behavior by Editing Their Self Stories

Timothy D. Wilson, PhD

The Science of Self-Kindness: Using Mindfulness and Self-Compassion Practices to Rewire Students' Brains for Calm, Clarity, and Thriving

Shauna L. Shapiro, PhD

The Psychology of Self-Transcendence: Awe, Elevation, and Hive Psychology

Jonathan Haidt, PhD

Transcend: The Science of Self-Actualization

Scott Barry Kaufman, PhD

Cognitive and Humanistic Psychologist; Founder and Director, Center for Human Potential; Former Adjunct Associate Professor, Barnard College, Columbia University; Honorary Principal Fellow, Center for Wellbeing Science, University of Melbourne; Former Scientific Director, The Imagination Institute, University of Pennsylvania; Host of the #1 Psychology Podcast, The Psychology Podcast, with over 30 million downloads; Columnist, “Beautiful Minds,” Scientific American; Author, Transcend: The New Science of Self-Actualization (2020), Twice Exceptional (2018), and Ungifted: Intelligence Redefined (2015); Co-Author, Learned Helplessness (2020), Choose Growth: A Workbook for Transcending Trauma, Fear, and Self-Doubt (2022), Wired to Create: Unraveling the Mysteries of the Creative Mind (2016), and “Imagination Is the Seed of Creativity” (2018, The Cambridge Handbook of Creativity)

Self-Confidence, Self-Reflection, Self-Assessment, and Self-Adjustment Matter: Strengthening Ourselves for Our Students

Baruti K. Kafele, MA

How Trusted Allies Strengthen and Expand the Self

Todd B. Kashdan, PhD

Professor of Psychology, George Mason University; Director, Well-Being Laboratory; Author, The Art of Insubordination (2022) and The Upside of Your Darkside (2017); Co-Author, “Understanding Psychological Flexibility: A Multimethod Exploration of Pursuing Valued Goals Despite the Presence of Distress” (2020, Psychological Assessment) and “Meaning in Life Buffers the Impact of Experiential Avoidance on Anxiety” (2020, Contextual Behavioral Science)

LOVING SELF AND OTHERS: HOW SEL & MINDFUL SELF-COMPASSION REDUCES STRESS & RAISES ACHIEVEMENT

Love One Another: The Benefits of Kindness, Loving-Kindness Meditation, and "Positivity Resonance"

Barbara L. Fredrickson, PhD

The Science of Self-Kindness: Using Mindfulness and Self-Compassion Practices to Rewire Students' Brains for Calm, Clarity, and Thriving

Shauna L. Shapiro, PhD

Integrating Mindfulness and Social-Emotional Learning in the Classroom

Carla Tantillo Philibert, MA

Self-Calm, Self-Aware: Mindfulness Practices in the Classroom

Kathleen M. Kryza, MA

Master Teacher; CIO, Infinite Horizons; Co-Author, Transformative Teaching: Changing Today's Classrooms Culturally, Academically, and Emotionally (2015), Developing Growth Mindsets in the Inspiring Classroom (2011), Inspiring Elementary Learners (2008), Inspiring Middle and Secondary Learners (2007), and Differentiation for Real Classrooms (2009)

Making Friends with Yourself: Teaching Teens Mindfulness and Self-Compassion

Karen Bluth, PhD

Moving from Me to We: Teaching Collective Efficacy to Cultivate Resilience, Mindfulness, Self-Compassion, and Reframe Mental Health Self-Stories

Kristen Lee, EdD, LICSW

BEING YOURSELF: HOW AUTHENTICITY & SELF-CARE IMPROVES STUDENT ENGAGEMENT

Teach Like Yourself: Using Authentic Teaching to Transform Our Students and Ourselves

Gravity Goldberg, EdD

Educational Consultant; Former Assistant Professor of Education, Iona College; Former Instructor and Staff Developer, Teachers College, Columbia University; Author, Teach Like Yourself (2018) and Mindsets and Moves: Strategies That Help Readers Take Charge (2015); Co-Author, Active Learning: 40 Teaching Methods to Engage Students in Every and Subject (2023), What Do I Teach Readers Tomorrow? (2017), and Conferring With Readers (2007)